paragraph that introduces the characters of the objects, while the description is another part of paragraph that describes the characters of the objects.
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Some features in descriptive writing are simple present tense and adjective phrase. The
simple present tense is used because it tells about a fact. Describing a person can be called as a fact. then, because descriptive writing function is to describe
something, so the writer should know about the adjective phrase well in order to describe something clearly. Here were the sample of descriptive text.
Everyone must have an idol. So do I, Raisa is my favourite singer. I love her because she has a good
voice. She becomes famous because of Youtube Channel.
She is beautiful. She is tall and thin. She has long and straight hair. She also has round eyes, and the
color is brown. She has fair skin. Moreover, she is kind to her fans. She asks her fans to sing together
with her. She is really nice singer. I really like her to be my idol.
C. Scaffolding Technique
1. The Understanding of Scaffolding
The base form of scaffolding is scaffold. Based on Macquarie Dictionary The definitions of scaffold are i a temporary structure for holding workmen and
materials during the erection, repair, cleaning or decoration of a building; ii an elevated platform on which a criminal is executed.
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Even, the definitions of scaffolding are i a scaffold or system of scaffolds; ii the materials used for
building scaffolds. As the Macquarie Dictionary definition indicates, in the building trade scaffolds are enabling structures.
The term “scaffolding” was first coined and defined by David Wood, Jerome S. Bruner, and Gail Ross in a 1976 article analyzing the effectiveness of
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Artono Wardiman, Masduki B Jahur and M Sukirman Djusma, English in Focus, Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008, p. 16.
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Beverley Axford, Pam Harders and Fay Wise, Scaffolding Literacy, Australia: ACER Press, 2009, p. 1.
Identification
Description
certain collaborative behaviors mothers use in teaching their children.
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Wood, Bruner, and Ross used the term scaffolding to refer to the instructionally
supportive activities and social interactions that occur between the child and other individuals as they guide effective learning and development in the ZPD. They
defined scaffolding as a support system that helps children achieve success on tasks that would be too difficult for them to achieve by themselves. It means that
the teacher, another adult, or classmate provides temporary support for the learners. Scaffolding can be compared with learning to ride a bike.
Various authors such as Cooper and Dorn have viewed scaffolding as analogous to learning new motor skills, such as bike riding.
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The new bike rider is held and pushed by a helper through the motor activity of getting on and
pedaling and being steadied while making multiple attempts until balance and control is achieved. Feedback from self and others is ongoing.
As an expert, Bruner was defined as follows; “an adult controlling those
elements of the task that are essentially beyond the learner‟s capacity, thus
permitting him to concentrate upon act a complete only those elements that are within his range of competence. Based on this definition it is clear that the
concept of scaffolding was first intended to focus on the actions of an adult teacher in helping younger leaners.
This support, or scaffolding, is needed as the child is learning to ride the bike, but as the child is able to maintain his balance, the scaffolding is taken away.
Cooper states that the learner knows what riding a bike looks like; but as he makes his first attempts or approximations, they are not perfect or exact. Just as
with the assisted bike ride, the child receives feedback from himself and others each time he attempts to ride the bike. Each approximation allows him to test his
ideas and hypotheses about bike riding. As children test these ideas, based on
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Mackiewicz, Jo and Isabella Thompson, Motivational Scaffolding, Politeness and Writing Center Tutoring, The Writing Center Journal, 33, 1, 2013, p. 45.
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Rollins, Judith B , “A Study Examining the Impact of Scaffolding Young Children’s
Acquisition of Literacy in Primary Grades ,” A Dissertation at Louisiana State University and
Agricultural and Mechanical College, 2007, p. 13.
Cambourne, their mistakes are very important and essential to learning. Gradually, the child‟s attempts become closer and closer to skillful bike riding. In
more formal settings, learning follows a similar pattern, learners go through various approximations as they strive to develop their knowledge of new
concepts. In each case, the device or person helps learners do what they cannot yet do independently. Often, scaffolding takes the form of collaborative effort and
accomplishment. Success through working together starts learners on their way to being able to do the activity independently. When adults “scaffold” student‟s
learning by helping them do what they cannot yet do alone, we are modeling the processes involved and enabling the learners to become a little more competent
each time to eventually carry out the processes themselves. Bruner created a concept of scaffolding based on his readings of
Vygotsky‟s zone of proximal development. His use of the term scaffolding seemingly describes what mothers often do to enable and make more manageable
children‟s learning of language: The mother‟s support includes helping the child focus his or her attention to pertinent aspects of the task and modeling her
expectations of the child. The teacher brings the student to new levels of skill and understanding by breaking up a task into smaller and more comprehensible steps.
Some steps are more complex than others and require more support intellectually and emotionally. The teacher‟s task is to determine students‟ current levels of
knowledge and skill, and then develop activities that guide these students to higher levels of practice. Just as mothers extend the range of contexts and serve as
“communicative ratchets” for their children helping them to avoid sliding backwards once they have made forward steps teachers must use this skill in the
classroom. Teachers must assume this role in the classroom and become the communicative ratchets helping children build and maintain literacy
competencies. The desired outcome is for students to need less and less support to complete a task successfully; therefore, the teacher gradually provides less
support until it has been removed totally. The student should ultimately perform the task independently, internalize the rules governing the task, and re-create it
